영어 체험 기회 활성화를 위한 초등 교육 정책 관련 연구 종합

A Synthesis of Studies on Elementary Education Policies to Expand English Experience Opportunities

본 연구는 초등학생의 영어체험 기회 활성화를 목적으로 수립된 원어민 화상교육, 영어체험학습센터, 영어 체험교실의 세 가지 교육 정책을 주제로 그간 수행된 실증 연구를 체계적으로 종합한 것이다. 2020년 5월까지 게재된 출간 논문, 석사학위와 박사학위 논문 총 55편에 대한 체계적인 분석 및 포커스 그룹 인터뷰 결과를 토대로 학교 여건에 따라 정책 집행의 결과가 달리 나타날 수 있음을 발견하였고, 이에 효과적인 정책 집행을 위한 ‘초등영어교육정책 선택제’를 제언하였다.

This study was to systematically synthesize empirical studies on three policies, video-conferencing with English native teachers, English experience learning center, and English experience zone, and to examine any discrepancies between their stated goals and actual practices in elementary schools. The three policies appeared to share the same goal of providing elementary school students with more opportunities to experience English. Published papers and unpublished master s and doctoral theses from 1995 to 2020 were collected through an online database search, and a total of 55 papers were finally analyzed in the current synthesis. Focus group interviews were additionally conducted in order to arrive at deeper interpretations of the policies and any trends in research on them. The results primarily showed that the consequences from the implementation of those three policies differed significantly from school to school, depending on the actual circumstances and conditions encountered by the schools. It thus appears not feasible to expect for a single policy to have uniform and predictable effects on all educational units, leading us to propose a “Elementary School English Education Policy Selection System” for more effective policy implementation.